The study aims at showing how five justice dimensions (interpersonal, informational, procedural, task distribution, rewards distribution) explain affective commitment of teachers. Data from a sample comprising 309 teachers from 12 departments/schools of four universities and four polytechnics was collected. The main findings are the following: a) at individual level, only interpersonal and procedural justice explain affective commitment; b) the relationships between justice perceptions and commitment are moderated by aggregated justice, in such way that positive justice climates reinforce the reactions to individual perceptions; c) when people work in heterogeneous contexts, their reactions to individual perceptions are also reinforced. The study focuses the attention on the importance of contextual justice, and suggests that the reactions to aggregated justice can be contingent on the kind of organization and/or organizational activity of their members.
